DOCSLIB.ORG

4255 New Design Road Dendron, VA 23839 Phone: 757-267-2810

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
4255 New Design Road Dendron, VA 23839 Phone: 757-267-2810 4255 New Design Road Dendron, VA 23839 Phone: 757-267-2810 Fax: 757-267-0809 LUTHER PORTER JACKSON MIDDLE SCHOOL MAIN OFFICE: 757-267-2810 FAX: 757-267-0809 DIVISION ADMINISTRATION Dr. Michael Thornton – Division Superintendent Dr. Serbrenia J. Sims – Assistant Superintendent Mrs. Voncia Gould – Special Education and Federal Programs Director Dr. Richard McKenzie – Director of Assessment and Accountability Mrs. Sharon Wooden – Career and Technical Education Director DIVISION STAFF Mr. Victor DeLuke – School Psychologist TBA– School Social Worker ADMINISTRATORS Ms. Trina Craddox – Principal Mr. Todd Neal – Assistant Principal Ms. Shonda Poole – School Counselor OFFICE STAFF Mr. Earl Newby – Secretary/Bookkeeper Ms. Cynara Cypress – Secretary/Receptionist Mrs. Regina Edwards – Nurse COORDINATORS Mrs. Natasha Myrick – School 504 Coordinator Mr. Stephen Deren – School Gifted Coordinator Mrs. Deborah Seward – School Based Intervention Team Coordinator Mrs. Stephanie Hill – 21st Century Community Learning Center Project Manager SAFETY Mr. Christopher Brown – School Security Officer Mr. Donnell Stewart – School Resource Officer The Surry County School Division is committed to a policy of nondiscrimination based upon race, color, religion, national origin, ancestry, political affiliation, sex, gender, gender identity, age, marital status, genetic information or disability in the administration of any of its educational programs, activities or employment. ALL COURSES ARE OPEN TO ALL STUDENTS WITHOUT REGARDS TO SEX UPON THE SUCCESSFUL COMPLETION OF THE NECESSARY PREREQUISITES. SURRY COUNTY PUBLIC SCHOOLS IS AN EQUAL OPPORTUNITY EMPLOYER 2 MISSION STATEMENT The mission of the L. P. Jackson Middle School is to ensure that all students will become and will excel as: *lifelong learners *independent thinkers *responsible citizens We, therefore, accept the responsibility to educate all students to their fullest potential. The L. P. Jackson Middle School’s faculty and staff acknowledge that the fulfillment of this mission statement depends on the active participation of: *school *home *community We embrace this partnership to ensure success. PHILOSOPHY The philosophy of Luther Porter Jackson Middle School reflects the belief that all students can learn. We believe middle level students have very special needs and characteristics that are directly related to that critical age called early adolescence. During this period of rapid social, physical, intellectual, cultural and emotional growth, school curriculum must reflect each student’s need to develop a positive self image, to form future goals and to concentrate on becoming a productive citizen. This awareness must take place through a relationship of mutual respect, cooperation and understanding among students, parents, teachers and administrators. The faculty, staff and administration are committed to helping the students make the transition from elementary to high school a gradual process. L. P. Jackson Middle School will continually strive to create a safe learning environment that provides stability and promotes self-confidence in each student, is sensitive to the needs of each student and maximizes each student’s potential. The students, parents, community, faculty and staff share the responsibility for the education of every student at L.P. Jackson Middle School. The involvement, understanding, pride, determination, acceptance and support of each group are essential to the success of the L. P. Jackson program. LPJMS GOLDEN RULES (PBIS Schoolwide Expectations) 1. Be respectful. 2. Be responsible. 3. Be safe. 4. Be ready to learn. STUDENT CREED I am proud to be a Junior Cougar I will respect my school, the staff, my peers, and myself. I will always work to do my best. I will achieve because I AM a Junior Cougar of L. P. Jackson Middle School. SCHOOL COLORS AND SCHOOL MASCOT The mascot of Luther Porter Jackson Middle School is the Junior Cougar. Our school colors are blue and gold. Our students are encouraged to show respect, school pride and spirit for these symbols. 3 L.P. JACKSON’S FIVE Be the best person you can be. Respect other students’ comments, opinions, and ideas. If anyone is bullying you, let an adult know. No matter the circumstances, always be honest. Respond to an adult appropriately when spoken to. THE HISTORY OF LUTHER PORTER JACKSON Time Line July 11, 1892 - Luther Porter Jackson is born in Lexington, Kentucky, into a family of twelve children. 1914 - Luther Porter Jackson receives a Bachelor of Arts degree from Fisk University in Nashville, Tennessee. 1922 - Luther Porter Jackson marries Johnella Frazer, a fellow graduate of Fisk University and an accomplished educator in her own right. 1922–1950 - Luther Porter Jackson is a professor at Virginia State Normal and Industrial Institute (now Virginia State University) in Petersburg. 1937 - Luther Porter Jackson receives his doctorate from the University of Chicago. April 12, 1950 - Luther Porter Jackson dies of a heart attack in Petersburg. 1950 – Luther Porter Jackson High School opens in Dendron, VA. 1975 – Luther Porter Jackson High School is renamed Luther Porter Jackson School for grades 4-7. 1983 – Luther Porter Jackson School closes. 1995 – Luther Porter Jackson Middle School opens at its current location. 4 PROGRAM OF STUDIES 5th GRADE ENGLISH MATHEMATICS SCIENCE HEALTH/PHYSICAL EDUCATION RESOURCE CLASSES - Students will rotate on a 9 weeks basis in the classes listed below: SPANISH KEYBOARDING ART CAREER EXPLORATION 6th GRADE ENGLISH MATHEMATICS UNITED STATES HISTORY I SCIENCE HEALTH/PHYSICAL EDUCATION RESOURCE CLASSES - Students will rotate on a 9 weeks basis in the classes listed below: SPANISH INTRODUCTION TO TECHNOLOGY 6 ART BUSINESS/KEYBOARDING BAND (Year-long course) 7th GRADE ENGLISH MATHEMATICS CIVICS & ECONOMICS LIFE SCIENCE HEALTH/PHYSICAL EDUCATION MATH 8/PRE-ALGEBRA (Teacher recommendation required) *ALGEBRA I (Teacher recommendation required) RESOURCE/EXPLORATORY CLASSES will be offered, based on enrollment, in a rotational sequence. These classes will rotate on an eighteen-week cycle (semester courses); therefore, a student may select two courses. ART BUSINESS/KEYBOARDING SPANISH INVENTIONS & INNOVATIONS 7 BAND (Year-long course) 8th GRADE ENGLISH MATH 8 *ALGEBRA I (Teacher recommendation required) *GEOMETRY (Pre-requisite Algebra I) UNITED STATES HISTORY II PHYSICAL SCIENCE HEALTH/PHYSICAL EDUCATION RESOURCE/EXPLORATORY/ELECTIVE CLASSES will be offered, based on enrollment, for the entire school year. Therefore, a student may select one course. *SPANISH I (7th Grade Spanish Required) BAND BUSINESS/KEYBOARDING ART TECHNOLOGICAL SYSTEMS 8 5 *Credit-Bearing Course Opportunities- In accordance with Regulations Establishing Standards for Accrediting Public Schools in Virginia (September 1997), Regulation 8 VAC 20-131-90, Instructional Program in Middle Schools, section C-Credit bearing Course Opportunities, parents may request that grades be omitted from the student’s transcript and the student not earn high school credit. The decision must be made within one week after the end of the first semester. The parent’s decision for the student to receive credit for a course is final. Please contact the guidance department if you wish to have your child’s high school grades and credits omitted from his/her transcript. Luther Porter Jackson Middle School currently offers Algebra I, Geometry, and Spanish I for high school credit. ADVANCED CLASS PARTICIPATION Advanced English *Advanced English will be offered in grades 7 and 8. To qualify, the following must be met: STAR reading score of 2+ grade levels above current grade level in Winter and Spring State Reading End-of-Course score of 450+ or Division post-test score of 80/B Maintain an 85/B in general English courses and 80/B in advanced English courses Teacher recommendation Advanced Math *Advanced math will be offered in grades 5, 6, 7, and 8. To qualify, the following must be met: September pre-test score of at least 65% Minimum grade of 80/B in previous math course State math End-of –Course score of 450+ or division post-test score of 80/B Maintain an 80/B in advanced math courses Teacher recommendation ACCIDENTS Accidents and serious illness of pupils shall be reported promptly to the school nurse. The nurse shall make the decision as to whether or not the Surry County Sheriffs Office should be contacted in order to dispatch a rescue squad. The principal will be notified and make a report to the superintendent. Every effort shall be made to immediately contact the parent or guardian. If the parent or guardian cannot be reached, the child will be transported to a doctor or hospital by rescue squad for emergency treatment. One member of the staff or faculty will ride in the rescue squad with the injured/seriously ill student. At no time will the child be left alone. Beyond what the school nurse is qualified and sees fit to do, school personnel will not attempt to diagnose or to give medication or treatment in situations such as these. AGENDAS ($3.00) The objectives for the School Agenda Program at LPJ are to improve academic performance; reinforce goal setting and time management; teach organization and accountability; and improve school-home communication. Program Expectations are as follows: Students will carry the agenda to each class for use as a hall pass. Those who do not have them will not be allowed to leave the class before the period ends, unless they have an emergency. Teachers will on a regular basis, display assignments and tests dates in their classroom and give students’ time to enter information in their agendas. 6 Teaches will also communicate with parents via agenda. Parents are asked to support the agenda program in the home, by reviewing assignments, providing time and space to complete assignments and communicating with the teacher. Students are to take care of their agendas. Pages are not to be torn out or destroyed in any way. Destruction of an agenda may be treated as a disciplinary offense. AFTER SCHOOL PICKUP Parents are to pick-up their child from the front office. Students are to be signed out by the parent/guardian or designee. AFTER SCHOOL TUTORING Project STARS provides after school tutoring.
Load more

Recommended publications
  • Negro Historiography with Special Emphasis on Negro Historians of the New School
    Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 5-1968 Negro Historiography With Special Emphasis on Negro Historians of the New School Ella D. Lewis Douglas Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the Sociology Commons Recommended Citation Douglas, Ella D. Lewis, "Negro Historiography With Special Emphasis on Negro Historians of the New School" (1968). All Graduate Plan B and other Reports. 689. https://digitalcommons.usu.edu/gradreports/689 This Report is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. NEGROHISTORIOGRA PHY WITH SPECIAL EMPHASIS ON NEGROHISTORIANS OF THE NEWSCHOOL by Ella D. Lewis Douglas Report No. 1 submitted in partial fulfillment of the requirements for the degree of MASTEROF SCIENCE in Socia l Scie nc e Plan B UTAH STATE UNIVERSITY Logan , Uta h 1968 ii ACKNOWLEDGMENTS Special attention is given here to the racial leaders of twenty years ago who spoke of developing race-pride an d stimulating race­ consciousness, and of the desirability of rac e solidarity. This report is a special tribute to them. The writer is also indebted to Dr s. G, S. Huxford and Douglas D. Alder for the courtesy and encourageme nt which they extended in the construct ing of this report. Ella D. Lewis Douglas TABLE OF CONTENTS Page ACKNOWLEDGMENTS ii Chapter I.
    [Show full text]
  • Self-Determination in Recent Writings on Black Virginians
    Virginia Commonwealth University VCU Scholars Compass History Publications Dept. of History 1989 "A Sense Of Their Own Power": Self- Determination in Recent Writings on Black Virginians Philip J. Schwarz Virginia Commonwealth University, [email protected] Follow this and additional works at: http://scholarscompass.vcu.edu/hist_pubs Part of the United States History Commons Copyright © 1989 Virginia Magazine of History and Biography Downloaded from http://scholarscompass.vcu.edu/hist_pubs/4 This Article is brought to you for free and open access by the Dept. of History at VCU Scholars Compass. It has been accepted for inclusion in History Publications by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. "A SENSE OF THEIR OWN POWER" Self-Determination in Recent Writings on Black Virginians by PHILIP J. SCHWARZ >I- BLACK Virginians have attained historical visibility in reverse proportion to their presence in the colony and state. A mere "20. and odd" Africans captured the attention of John Rolfe and Virginia officials in 1619 as .well as that of millions of Americans in later years. l As the slave population expanded, however, white Virginians denied a history to their human chattel whose unknown past was socially useless to a society bas~d on racial slavery. Planters and officials rarely showed awareness of the historical development these African-Americans experienced. It was the immediate economic and social usefulness of the blacks with which whites were most concerned. 2 After Appomattox, white leaders at­ tempted to "explain the Negro's past" in order to control their changed status. 3 Perhaps wearying of being explained, some twentieth-century black Virginians attempted to explain themselves by becoming historians of their ancestors.
    [Show full text]
  • Robert Cowley: Living Free During Slavery in Eighteenth-Century Richmond, Virginia
    Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2020 Robert Cowley: Living Free During Slavery in Eighteenth-Century Richmond, Virginia Ana F. Edwards Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the African American Studies Commons, Other American Studies Commons, Social History Commons, and the United States History Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/6362 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Robert Cowley: Living Free During Slavery in Eighteenth-Century Richmond, Virginia A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts from the Department of History at Virginia Commonwealth University. by Ana Frances Edwards Wilayto Bachelor of Arts, California State Polytechnic University at Pomona, 1983 Director of Record: Ryan K. Smith, Ph. D., Professor, Department of History, Virginia Commonwealth University Adviser: Nicole Myers Turner, Ph. D., Professor, Department of Religious Studies, Yale University Outside Reader: Michael L. Blakey, Ph. D., Professor, Department of Anthropology, College of William & Mary Virginia Commonwealth University Richmond, Virginia June 2020 © Ana Frances Edwards Wilayto 2020 All Rights Reserved 2 of 115 For Grandma Thelma and Grandpa Melvin, Grandma Mildred and Grandpa Paul. For Mom and Dad, Allma and Margit. For Walker, Taimir and Phil. Acknowledgements I am grateful to the professors--John Kneebone, Carolyn Eastman, John Herman, Brian Daugherty, Bernard Moitt, Ryan Smith, and Sarah Meacham--who each taught me something specific about history, historiography, academia and teaching.
    [Show full text]
  • Resurrecting the Educational Praxis of Dr. Carter G. Woodson, 1875-1950 by Jarvis R
    Culture, Curriculum, and Consciousness: Resurrecting the Educational Praxis of Dr. Carter G. Woodson, 1875-1950 By Jarvis R. Givens A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in African American Studies in the Graduate Division of the University of California, Berkeley Committee in Charge: Professor Ula Y. Taylor, Chair Professor Na’ilah Suad Nasir Professor Daniel H. Perlstein Spring 2016 Culture, Curriculum, and Consciousness: Resurrecting the Educational Praxis of Dr. Carter G. Woodson, 1875-1950 © 2016 by Jarvis R. Givens Abstract Culture, Curriculum, and Consciousness: Resurrecting the Educational Praxis of Dr. Carter G. Woodson, 1875-1950 by Jarvis Ray Givens Doctor of Philosophy in African American Studies University of California, Berkeley Professor Ula Y. Taylor, Chair While Black educational history generally centers the infamous debate between Booker T. Washington and W.E.B. Du Bois, this dissertation re-conceptualizes this framing through an innovative exploration of the work of Dr. Carter G. Woodson (1875-1950). Culture, Curriculum, and Consciousness analyzes Woodson’s argument that the ideological foundations of schools relied on a human history of the world that centered Whiteness and distorted the humanity of Black people. He not only advocated for a transformation that would supplant the ideological stronghold White supremacy had on Black education, but he simultaneously created an alternative model that centered Black humanity and cultural achievements. Coupling archival methods with critical text analysis and coding schemes, I examine how Woodson institutionalized his educational praxis through the Association for the Study of Negro Life and History (ASNLH), self- published textbooks, and his close relationship with Black teacher networks.
    [Show full text]
  • Omega Psi Phi Fraternity and the Fight for Civil Rights
    6 LAYBOURN_PARKS_FINAL.DOCX (DO NOT DELETE) 2/20/2016 4:48 PM OMEGA PSI PHI FRATERNITY AND THE FIGHT FOR CIVIL RIGHTS WENDY MARIE LAYBOURN† & GREGORY S. PARKS†† I. INTRODUCTION he narrative of African Americans’ quest for racial equality T and social justice in the twentieth century is typically construed in the context of main-line civil rights organizations— NAACP, SCLC, SNCC, and the like. However, for decades, black fraternal networks helped lay the groundwork for the major civil rights campaigns that culminated in the Civil Rights Act of 1964.1 Much of this history emerged from the efforts of the predecessors to black Greek-letter collegiate organizations—black secret societies. Black secret societies were created in response to the racialization and racism experienced by blacks in the late eighteenth and nineteenth centuries.2 Blacks were subjected to legal, political, financial, and social exclusion, and this marginalization was institutionalized, which allowed for its perpetuation.3 As a result, black secret societies formed, not only as an act of self- and race-consciousness, but also to combat these oppressions.4 † Sociology Doctoral Student, University of Maryland-College Park. †† Assistant Professor of Law, Wake Forest University School of Law; National Chair, Commission on Racial Justice for Alpha Phi Alpha Fraternity, Incorporated. This was a massive undertaking. Thank you to the Wake Forest Journal of Law & Policy staff for the incredible work. Also, thank you to my research assistants for the tremendous effort: Alena Baker, Ashley Escoe, Steven Franklin, Ashlee Johnson, Brian Kuppleweiser, Eli Merger, Ryan McIntrye, Adam Nyenhuis, Hannah Rudder, and Sarah Walton.
    [Show full text]
  • Jefferson School and Carver Recreation Center Other Names/Site Number ------~~VD=H=R~#~L~0~4-~5~0~8~7
    {Rrv. I 0·90) NPS Form 10·900 0MB No. 1024-0018 United States Department of the Interior National Park Service NATIONAL REGISTER OF HISTORIC PLACES REGISTRATION FORM This form is for use in nominating Or requesting deterniinations frir indi'viduaI piOpertie's and districts. See instructions in How to Complete the National Reglster ofHistoric Places Registration Form (National Register Bulletin 16A). Complete each item by marking "x" in the appropriate box or by entering the information requested. If any item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. Place additional entries and narrative items on continuation sheets (NPS Form l0·900a). Use a typewriter, word processor, or computer, to complete all items. I. Name of Property historic name Jefferson School and Carver Recreation Center other names/site number --------~~VD=H=R~#~l~0~4-~5~0~8~7 2. Location street & number --~2~3~3~F~o~u~r~t~h~S~t~re~e~t~NW~~--------------not for publication N/ A city or town Charlottesville vicinity state Virginia code VA county_______ code 540 Zip 22901 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act of 1986, as amended, I hereby certify that this _X~- nomination __ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60.
    [Show full text]
  • The First Generation: Thirty Years of the Office of African-American Affairs at the University of Virginia”
    “The First Generation: Thirty Years of the Office of African-American Affairs at the University of Virginia” An abridgement of a lecture by Professor Ervin L. Jordan Jr. (University of Virginia Records Manager & Research Archivist), for the Office of African-American Affairs’ 30th Anniversary Kickoff Celebration, Minor Hall Auditorium, University of Virginia, 7 November 2006 This lecture, derived from a forthcoming history of African-Americans at UVA, is copyrighted © 2006 by Prof. Ervin L. Jordan Jr. and reproduced here by permission. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form or by any means without his written permission. African-American males survive and succeed within a double consciousness as blacks and as men. Five have served as deans of the Office of African-American Affairs and its story is reflected by this generation of excellence: Dr. William L. Harris (1976-1981); Dr. Paul L. Puryear (1981-1986); Father Joseph A. Brown (1986-1988); Dr. M. Rick Turner (1988-2006), and, Dr. Maurice Apprey (August 2006-present). During this lecture I will differentiate their tenures as the Harris Era, the Puryear Period, the Brown Years, the Turner Age, and the Apprey Interregnum. THE 19TH CENTURY BLACK UVA EXPERIENCE The OAAA’s antecedents are based on slavery. A farm bequeathed to the University in 1835 by Martin Dawson, university commissioner of accounts, was sold at public auction for $19,500 and six faculty houses constructed during 1859 were later converted into dormitories. Dawson’s sixty-two slaves were housed in two “Negro quarters” near the Grounds while employed at UVA.
    [Show full text]
  • Dr. Luther Porter Jackson Luther Porter
    Dr. Luther Porter Jackson Luther Porter Jackson, Sr. (1892-1950) was born on July 11, 1892 in Lexington, Kentucky, the ninth of twelve children born to former slaves Edward and Delilah Culverson Jackson. He began teaching in 1913 at Topeka Industrial and Educational Institute in Kansas as an Instructor of History and Music. He also taught and served as Director of the Academic Department at Voorhees Industrial School (now HBCU Voorhees College) in Denmark, South Carolina from 1915 to 1918. While teaching in South Carolina Jackson researched his first two articles that eventually appeared in the Journal of Negro History. He was instrumental in helping his good friend Carter G. Woodson establish the Association for the Study of Negro Life and History in 1916. Desiring more education, he entered Columbia University in 1920; however, Columbia did not consider his degrees from Fisk up to their standards. He enrolled for one year at New York City College and returned to Columbia in 1921, graduating from their Teachers College in 1922. After completing his second Master’s degree, Jackson joined the faculty of Virginia Normal and Industrial Institute (now Virginia State University) and married Johnella M. Frazer (1896 - 1981), a music professor whom he met while they were students at Fisk University. Johnella Frazer, a native of Shelbyville, Kentucky, was the daughter of Laura and Patterson Tilford Frazer, President of Hopkinsville College in Kentucky. She completed the conservatory course at Fisk University at the age of seventeen and toured with the Fisk Jubilee Singers for two years. In 1915, a concert was given in Richmond and a few Fisk graduates on the faculty at Virginia Normal and Industrial Institute came to hear it.
    [Show full text]
  • Slavery and the Underground Railroad at the Eppes Plantations, Petersburg National Battlefield Cover: Appomattox Manor at City Point, Virginia
    National Park Service U.S. Department of the Interior Petersburg National Battlefield Petersburg, Virginia Slavery and the Underground Railroad at the Eppes Plantations, Petersburg National Battlefield Cover: Appomattox Manor at City Point, Virginia. Photo courtesy National Park Service. Slavery and the Underground Railroad At The Eppes Plantations Petersburg National Battlefield Special History Study by Marie Tyler-McGraw A Study Prepared Under the Cooperative Agreement between the National Park Service and the Organization of American Historians Northcast Region National Park Service U.S. Department of the Interior 2005 Recommended: Kathleen L. Dilonardo Date Chief of Interpretation Northeast Region Tara Morrison Date Network to Freedom Coordinator Northeast Region Concurred: Paul Weinbaum Date History Program Manager Northeast Region Approved: Bob Kirby Date Superintendent Petersburg National Battlefield SLAVERY AND THE UNDERGROUND RAILROAD At the Eppes Plantations Petersburg National Battlefield Special History Study by Marie Tyler-McGraw Prepared for Organization of American Historians Under cooperative agreement with Northeast Region National Park Service U. S. Department of the Interior Printed December 2005 Contents Acknowledgements 10 Executive Summary Research Methods and Summary of Findings 11 Chapter 1 Frontiers and Boundaries (1640s – 1765) 15 Landscape and settlement on the James River and Appomattox colonial frontier. Origins of slavery and early resistance Chapter 2 Revolutions (1765 – 1816) 20 Revolutions in Agricultural
    [Show full text]
  • Bibliography of Petersburg Research Resources
    Toward an Online Listing of Research Resources for Petersburg This listing was developed by Dulaney Ward about 2008 in connection with the Atlantic World Initiative at Virginia State University. As with all bibliographies, it remains a "work in progress." It is being made available for use by those who recognize and wish to learn more about Petersburg's rich history. _____. Acts of the General Assembly Relative to Jurisdictions and Powers of the Town of Petersburg To Which Are Added the Ordinances, Bye-Laws, and Regulations of the Corporation. Petersburg: Edward Pescud, 1824. _____. Act to Incorporate the Petersburg Rail Road Company. Petersburg, 1830. _____. A Guide to the Fortifications and Battlefields around Petersburg. Petersburg: Daily Index Job Print, for Jarratt’s Hotel, 1866. [CW; Postbellum.] _____. Annual Register and Virginian Repository for the Year 1800. Petersburg, 1801. _____. Charter and By-Laws of the Petersburg Benevolent Mechanic Association. Revised October, 1900. Petersburg: Fenn & Owen, 1900. _____. Charter, Constitution snd By-Laws. Petersburg Benevolent Mechanic Association. Petersburg, 1858, 1877. _____. City of Petersburg, Virginia: The Book of Its Chamber of Commerce. Petersburg: George W. Englehardt, 1894. Rare. PPL. [Photographs and etchings of local businessmen and their buildings, with brief company history.] _____. Civil War Documents, Granville County, N.C. 2 vols. Oxford, North Carolina: Granville County His- torical Society, n.d. [CW.] _____. Contributions to a History of the Richmond Howitzer Battalion.Baltimore: Butternut and Blue, 2000. [CW.] _____. Cottom’s New Virginia and North Carolina Almanack, for the Year of Our Lord 1820, Calculated by Joseph Case, of Orange County, Virginia.; Adapted to the Latitude and Meridian of Richmond.
    [Show full text]
  • Black Life in Hanover County, Virginia During the Era of Disfranchisement
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2007 Roses in December: Black life in Hanover County, Virginia during the era of disfranchisement Jody Lynn Allen College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African History Commons, and the United States History Commons Recommended Citation Allen, Jody Lynn, "Roses in December: Black life in Hanover County, Virginia during the era of disfranchisement" (2007). Dissertations, Theses, and Masters Projects. Paper 1539623327. https://dx.doi.org/doi:10.21220/s2-5qxx-xq34 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Roses in December Black Life in Hanover County, Virginia During the Era of Disfranchisement Jody Lynn Allen Hampton, Virginia MA, Michigan State University, 1987 BA, University of Delaware, 1980 A Dissertation presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Doctor of Philosophy Lyon Gardiner Tyler Department of History The College of William and Mary August 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. COPYRIGHT 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPROVAL SHEET This dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Approved by the Committee, June 2007 Melvin Patrick Ely, Chair Kris E.
    [Show full text]
  • The Regular Meeting of the Petersburg City Council Was Held on Tuesday, September 16, 2008 at the Union Train Station
    Minutes from the Petersburg City Council meeting held on: June 18, 2019 - 1 – ______________________________________________________________________________ The regular meeting of the Petersburg City Council was held on Tuesday, June 18, 2019, at the Union Train Station. Mayor Parham called the meeting to order at 6:30p.m. 1. ROLL CALL: Present: Council Member Charles H. Cuthbert, Jr. Council Member Treska Wilson-Smith Council Member W. Howard Myers (left meeting at 8:43pm) Council Member Darrin Hill Vice Mayor John A. Hart, Sr. Mayor Samuel Parham Absent: Council Member Annette Smith-Lee Present from City Administration: City Manager Aretha R. Ferrell Benavides City Attorney Anthony C. Williams Clerk of City Council Nykesha D. Jackson 2. PRAYER: Mayor Parham stated, “Reverend Dr. George Lyons of Gillfield Baptist Church will lead us in our opening prayer.” Reverend Dr. Lyons led the council meeting in prayer. 3. CLOSED SESSION: No items for this portion of the meeting. 4. MOMENT OF SILENCE: Mayor Parham led council and the audience in a moment of silence. 5. PLEDGE OF ALLEGIANCE: Mayor Parham led council and the audience in the pledge of allegiance. 6. DETERMINATION OF THE PRESENCE OF A QUORUM: A quorum was determined with the presence of all City Council Members except Council Member Annette Smith-Lee. Mayor Parham stated, “I would like to highlight the great day that we had yesterday in the City of Petersburg as we designated, June 17th was designated as AMPAC Day here in the City of Petersburg! Yesterday we had an amazing morning and we celebrated a grand opening ceremony for AMPAC Fine Chemicals right here in Petersburg.
    [Show full text]